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--- learning_theories:stage_theory_of_cognitive_development [2011/04/11 13:38]
jpetrovic [What is stage theory of cognitive development?]
+++ learning_theories:stage_theory_of_cognitive_development [2011/04/11 14:12]
jpetrovic [Criticism]
@@ Line 21: / Line 21: @@
 ===== What is the practical meaning of stage theory of cognitive development? =====
+The importance of the Piaget's stage model are the constrains that stage of cognitive development sets on learning. These constrains mean that what can be learned depends on the current developmental stage. One should be taught to apply developed cognitive structures to new material, but to learn new strategies first the related cognitive structure has to evolve.
 Piaget's theory suggests that in order to make learning effective, learner's stage of the cognitive development needs to be taken into account. General suggestions for adopting teaching methods to the four stages of development are following:
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 ===== Criticism =====
-Various criticisms of Piaget's work include:
+One of the criticisms of Piaget's theory lies on the fact that nor him or coworkers didn't leave an instrument for diagnosing child's current stage of cognitive development.
-  * **Oversimplification of stages**/**underestimating abilities of children** - it has been shown that in some cases children can learn some concepts even before reaching a particular stage. Piaget's stages are therefore **not as distinct** as he assumed.
-  * **Unscientific method** - Piaget based his conclusions on observations of a rather small number of children who do **not** necessarily form **a statistically representative sample**.
-It is often considered that Piaget's **experiments weren't designed carefully enough** to exclude other explanations, that he offered to **little evidence** for his theory and that he didn't address important questions like **social and motivational influences** on cognitive development.
+Still, as a border between preoperational period and operational period Piaget suggested conservation experiments. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational  period should realize both glasses hold equal amount of liquid. According to Piaget's theory, these stage differences cannot be overcome using any kind of training.
+But a number of experiments((For details see: [[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])) have proved the opposite. The children's ability to learn is not so strictly defined by their current stage in accordance with Piaget's theory.
+As the result, Piaget's development stages were often considered to be **oversimplified** or **underestimating abilities of children**. Critics also sometimes considered that his **experiments weren't designed carefully enough** to exclude other explanations, that he offered to **little evidence** for his theory and that he didn't address important questions like **social and motivational influences** on cognitive development.
 ===== Keywords and most important names =====
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   * [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]]
 ===== Bibliography =====
+[[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]]
 [[http://penta.ufrgs.br/edu/telelab/3/piaget%27s.htm|Redes de Computadores e suas aplicações na Educação - Piaget's Stage Theory of Development.]] Retrieved March 21, 2011.

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